New Year 4 Curriculum Map 2016-2017 Final Version
Autumn
Topic Title
Texts
WOW Day
SFA
Spoken Word
Handwriting
Debbie Hepplewhite
Handwriting
Journeys
Edward Tulane
History Mysteries
The London Eye
Mysteries
Spring
Water and Ice
The Snow Dragon
Summer
Wolves
Wolf Brother
Ahoy there!
The Green Ship
When Jessie came
across the
sea/Beowulf
SFA Wings is taught by age not Stage. Children are grouped according to ability. For information about Reading, Writing and Grammar Modules taught, please see
GMS Wings Overview, Wings 2 to 5






Delivering Class Assemblies.
Researching and presenting information to the class/school
Answering questions in class
Joining in class discussions.
Oral story telling.
Setting up speaking and listening activities as part of lessons
Handwriting
Revising joins in words: ness, ship
Revising joins in words: ing, ed
Revising joins in words: s
Revising joins in words: ify
Revising joins in words: nn,mm,ss
Revising joins in words:tt,ll,bb
Revising parallel ascenders and descenders: pp,ff
Revising joins to anticlockwise letter: cc,dd
Revising break letters: alphabetical order
Link spelling and handwriting: related words
use the diagonal and horizontal strokes that are
needed to join letters and understand which letters,
when adjacent to one another, are best left
unjoined
Increase the legibility, consistency and quality of
their handwriting [for example, by ensuring that the
downstrokes of letters are parallel and equidistant;
Handwriting
Introducing sloped writing
Parallel ascenders: al, ad, af
Parallel descenders and break letters: ight, ough
Size, proportion and spacing: ious
Size, proportion and spacing: able, ful
Size, proportion and spacing: able, ful
Size, proportion and spacing: fs, ves
Speed and fluency: abbreviations for notes
Speed and fluency: notemaking
Speed and fluency:drafting
Speed and fluency: lists
use the diagonal and horizontal strokes that are
needed to join letters and understand which letters,
when adjacent to one another, are best left
unjoined
Increase the legibility, consistency and quality of
their handwriting [for example, by ensuring that the
downstrokes of letters are parallel and equidistant;
that lines of writing are spaced sufficiently so that
Handwriting
Size, proportion and spacing: v, k
Size, proportion and spacing: ic, ist
Size, proportion and spacing: ion
Size, proportion and spacing:its and it’s
Speed and fluency:ible, able
Print alphabet: captions, headings, labels
Print capitals: posters
Assessment
Presentation skills
use the diagonal and horizontal strokes that are
needed to join letters and understand which letters,
when adjacent to one another, are best left
unjoined
Increase the legibility, consistency and quality of
their handwriting [for example, by ensuring that the
downstrokes of letters are parallel and equidistant;
that lines of writing are spaced sufficiently so that
the ascenders and descenders of letters do not
Spelling
that lines of writing are spaced sufficiently so that
the ascenders and descenders of letters do not
touch
the ascenders and descenders of letters do not
touch
touch
Spelling- focus prefixes
Refer to chn’s Year3 assessment
Spelling- focus, apostrophes, homophones and
word endings
Continue to revise Autumn learning according to
assessment.
Spelling- focus prefixes and their meanings
Continue to revise Autumn and Spring learning
according to assessment.
Revise
Year 3 and 4 Word Walls
Prefixes –in, il-, im-, ir-, un-, dis-, mis-, re, sub, inter,
super, anti, auto, ation



Teach




Grammar and
Punctuation
Revise common errors linked to rules made
by children when adding suffixes in
Extended Writing. e.g.ed, ing, s,es, ies,
particularly revise double consonants eg
pat - patting
Apostrophe possession incl plurals and
contraction
-ly suffix added to adjective to form adverb
Words with endings: sure, (measure), ture,
(creature), sion, (division)
Words ending in –tion ( action, injection)
Explore and investigate f and fe endings
e.g. thief-thieves, half-halves
Explore and investigate irregular plurals
man-men, mouse-mice
Revise
Year 3 and 4 Word Walls
 Apostrophe possession incl plurals and
contraction
 Suffix –sure (treasure), -ture (creature), -er
(stretcher)
 Homophones and near homophones
accept/except, affect/effect, ball/bawl,
berry/bury, fair/fare, groan/grown,
Teach




Words ending with g sound spelt gue
(tongue, league)
Words ending with k sound spelt que
(antique, unique)
More explicit families for le:
ckle, able, double letter+le e.g. bubble, cle,
dle, ble, ible, ple
Suffix –our (humour) –ous (humorous,
courageous )
Grammar/Punctuation
Grammar/Punctuation
Use the correct vocabulary throughout the year
eg: determiner
The grammatical difference between plural and
possessive –s
Apostrophes to mark plural possession [for
example, the girl’s name, the girls’ names]
Revise
Year 3 and 4 Word Walls
 Homophones and near homophones
heal/heel/he’ll, mail/male, main/mane,
medal/meddle, missed/mist, peace/piece,
rain/reign/rein, scene/seen,
weather/whether, whose/who’s




Teach

Apostrophe possession incl plurals and
contraction
Ch (scheme, chorus) and ch (chef,
machine)
Soft (science, scene, discipline)
Prefixes and their meanings: ex (outside)
exclaim, exile
 Mis (not) misread
 Re (again) replay
 Latin prefixes: auto, circ, bi, tele, trans
Words with affixes for diminutives e.g -mini, -ette,
ling, -micro
Grammar/Punctuation
Standard English forms for verb inflections instead
of local spoken forms [for example, we were instead
of we was, or I did instead of I done
pronoun, possessive pronoun
adverbial
Standard English forms for verb inflections instead
of local spoken forms [for example, we were instead
of we was, or I did instead of I done]
Noun phrases expanded by the addition of
modifying adjectives, nouns and preposition
phrases (e.g. the teacher expanded to: the strict
maths teacher with curly hair)
U Use of commas after fronted adverbials
Fronted adverbials [for example, Later that day, I
heard the bad news.
Revise key concepts and areas for development.
Use of paragraphs to organise ideas around a
theme
Appropriate choice of pronoun or noun within and
across sentences to aid cohesion and avoid
repetition
Use of inverted commas and other punctuation to
indicate direct speech [for example, a comma after
the reporting clause; end punctuation within
inverted commas: The conductor shouted, “Sit
down!”
Complex sentences- subordinate clauses /main
clauses
Mathematics
Science
Place value, decimals
Written addition
Subtraction
(problems and
inverse)
2D Shapes
Time
SOUND
• identify how sounds
are made, associating
some of them with
something vibrating
• find patterns between
Mental multiplication
including 6 X and 9 X
tables
Mental division
Written multiplication
Length including
perimeter
Statistics
Scientists and Inventors
Place value
Roman numerals
Counting including
negative numbers
Fractions and
decimals
Division
Position and direction
Area- statistics,
measures and money
States of matter
• compare and group
materials together,
according to whether
they are solids, liquids
or gases
• observe that some
Mental multiplication
and mental division,
including 7 X and 11 X
tables
Place value
Written
multiplication
2D shape and
position
Addition and
subtraction (stats)
LIVING THINGS AND
THEIR HABITATS
• identify and name a
variety of living things
(plants & animals) in the
local and wider
Counting and
sequences
Fractions and
decimals
Fractions and written
division
Measures, volume
and capacity and
mass
Position and area,
multiplication facts
12 X time tables
ANIMALS, INCLUDING
HUMANS
• describe the simple
functions of the basic
parts of the digestive
system in humans
• identify the different
Place value, statistics,
addition and
subtraction
Multiplication and
division
Share
Assessment
Electricity
• identify common
appliances that run on
electricity
• construct a simple
series electrical circuit,
the pitch of a sound and
features of the object
that produced it
• find patterns between
the volume of a sound
and the strength of the
vibrations that
produced it
Computing
Geography
E-safety
Algorithms
Programming and
Development
materials change state
when they are heated or
cooled, and measure or
research the
temperature at which
this happens in degrees
Celsius (°C)
• identify the part
played by evaporation
and condensation in the
water cycle and
associate the rate of
evaporation with
temperature
environment, using
classification keys to
assign them to groups
• recognise that
environments can
change and that this can
sometimes pose
dangers to living things
types of teeth in
humans and their simple
functions
• construct and
interpret a variety of
food chains, identifying
producers, predators
and prey
identifying and naming
its basic parts, including
cells, wires, bulbs,
switches and buzzers
• identify whether or
not a lamp will light in a
simple series circuit,
based on whether or not
the lamp is part of a
complete loop with a
battery
• recognise that a switch
opens and closes a
circuit and associate this
with whether or not a
lamp lights in a simple
series circuit
• recognise some
common conductors and
insulators, and associate
metals with being good
conductors
Data and Data
Representation
Hardware and
Processing
Communication and
Networks
Information Technology
The Water Cycle
To understand the
water cycle
How do rivers get their
water?
To know about source
to sea
Living on a floodplain
(link to Walthamstow
marshes)
Grid References
Topographical features
of locations where
wolves live, land use
patterns and how land
use has changed over
time
Sailing around the UK
in a boat - seas,
countries, cities,
geographical regions,
human and physical
characteristics.
To ask questions
To know about
ordnance survey map
symbols
To understand grid
references
To understand how
mountains are formed
To know about digital
mapping
To know how to use
atlases.
To locate UK counties
To know the names of
the main rivers in the UK
To use appropriate
To construct a
topographical map ( Use
Wolf Brother mountain
map)
To know about land use
patterns
To understand how
these have changed
over time.
History
Britain’s Settlements by
Anglo-Saxons
What do we know and
what do we want to find
out about the AngloSaxons?
To know about what the
Romans left behind
To identify where the
Anglo-Saxons settled
To know about village
life
To know reasons why
the Saxons invaded
Britain
To understand reasons
why the Saxons invaded
Britain
To know about Saxon
beliefs
To understand how
Christianity affected
peoples’ lives
Britain’s settlements by
Anglo-Saxons
geographical vocabulary
To use maps and locate
places
To know about physical
features of coasts
To understand how
human activity affect
coastal environments.
Vikings

To know that historians
use sources of evidence
to find out about the
past.
To make a prediction.
To examine objects from
the burial in detail and
make inferences from
them
To use historical
evidence to draw some
conclusions about the
person in the Sutton
Hoo burial
To realise the difficulty
of being certain in
history when using
artefacts
To understand how
archaeologists feel
To compare positions of
objects and what they
might tell us
To deduce information
from objects

Viking raids
and invasion
resistance by
Alfred the
Great and
Athelstan, first
king of England
further Viking invasions
and Danegeld
To think about possible
answers
To conclude our findings
RE
Buddhism
Christian beliefs
PHSCE SEAL
New beginnings
Developing
skills of communication
and
participation
Getting on a Falling out
Relationships (special
people
Art
Celtic Patterns
Design Technology
Music
PE
French
Trips to enrich learning
Listening to different
styles of music
Tag Rugby
Jewish beliefs and
lifestyles
Going for goals
Financial capability
Looking after my
money
Anglo- Saxon ship
Rhythm
Shelters
Pitch
Gym and dance
Invasion games
Netball/Basketball/Unihoc
House and Home
The Museum of London
Jewish beliefs and life
styles
Drugs, alcohol and
tobacco
education
Healthy Lifestyles
Healthy
eating and keeping fit
Animal patterns sketching, pencils, chalk
- uses a rane of
materials to produce
line, tone and shade.
Prayer
Improvisation
Musical notation (how
music is written)
Striking and fielding
Cricket/Tennis
Invasion games
Handball/Volleyball
The Royal Museums
Greenwich
Good to be me
Changes
SRE
Landscapes through
different types of art –
creates different effects
by using a variety of
tools and techniques
such as dots, scratches
and splashes
The Cutty Sark
Performance
Athletics